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The Potential for Automated Text Evaluation to Improve the Technical Adequacy of Written Expression Curriculum-Based Measurement
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Mercer, Sterett H.; Keller-Margulis, Milena A.; Faith, Erin L.; Reid, Erin K.; Ochs, Sarah – Learning Disability Quarterly, 2019
Written-expression curriculum-based measurement (WE-CBM) is used for screening and progress monitoring students with or at risk of learning disabilities (LD) for academic supports; however, WE-CBM has limitations in technical adequacy, construct representation, and scoring feasibility as grade-level increases. The purpose of this study was to…
Descriptors: Grade 2, Grade 3, Grade 4, Grade 5
Curriculum-Based Measurement and Standards-Based Mathematics: Monitoring the Arithmetic Word Problem-Solving Performance of Third-Grade Students at Risk for Mathematics Difficulties
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Jitendra, Asha K.; Dupuis, Danielle N.; Zaslofsky, Anne F. – Learning Disability Quarterly, 2014
This purpose of this study was to examine the reliability and validity of a curriculum-based measure of word problem solving (CBM-WPS) as an indicator of performance and progress in a sample of 136 third-grade students at risk for mathematics difficulties (MDs) instructed in a standards-based mathematics curriculum. Students completed the CBM-WPS…
Descriptors: Curriculum Based Assessment, Academic Standards, Word Problems (Mathematics), Problem Solving